“Roster Reviews” Informed By Caring Relationships

Name: L’Toya Jones, Krystal Bostick, Bill Mitchell

Organization: HEAF

Date: August 17, 2018

SEL Competency: Academic Self-Efficacy

Driver of Focus: Goal-Setting, Caring Relationships, Self-Reflection

Cohort Demographics: Middle School

OVERVIEW

In order to maintain a strong college-going culture, HEAF staff hold monthly Roster Reviews focused on student social-emotional and academic development. These meetings are informed by the strong relationships HEAF staff build with students, as well as report card data and program attendance. Using this well-rounded approach, staff communicate openly, sharing advice and anecdotes to create collaborative plans that ensure student well-being and success. Students in the 7th grade Harlem cohort benefitted from Roster reviews, reporting an increase in Academic Self-Efficacy on SSN Surveys.

KEY DETAILS

LENGTH

Roster reviews occur once a month.

SETTING

We review with the entire staff, prioritizing high need cases to move forward with.

ACTIVITY

Each staff/team member reviews their roster, one by one, detailing moments or important facts in their students lives. Conversations could revolve around a student’s grades dropping, trouble at home, or absence from program. From there, staff agree to a plan to put students on track to reach their goal and maintain their membership in program. These reviews inform exchanges with youth from different staff, and contribute to a culture of belonging and high expectations.

REASONING

These reviews inform exchanges with youth from different staff, and contribute to a culture of belonging and high expectations. Students meet with multiple members of the team, and it is important for staff members to be familiar with all students, and to remind them that they are there to help.

HOW DO YOU KNOW YOUR PRACTICE WORKED?

Based on Network-Wide SEL Survey Analysis, HEAF’s 7th Grade Harlem cohort was identified by Research Alliance for NYC Schools as one of 18 Bright Spots; meaning they had a greater positive effect on youth SEL compared to sites that serve similar students across the Network. The chart shows the change in the percentage of youth responding positively to Survey questions related to Academic Self-Efficacy.

TIPS FOR IMPLEMENTATION

  • Set community guidelines with students, if possible set and share expectations with staff.
  • Keep an open door policy if possible.
  • Stay in constant conversation with fellow staff members.

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Find a printable version of this practice here. If you have questions or thoughts about this practice, comment below.

Related Posts:

Stefano Barros
stefano@ssn-nyc.org

Stefano believes that one of the best ways to develop young leaders is through community building in youth-centered spaces. This is the driving force behind his focus on strengthening SSN’s reservoir of resources through collaborative learning and research. Stefano joined the team after holding college access and youth leadership development roles in Boston and New York City.

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